Title: Inferring Meanings to Deepen Text Experiences
Authors:
1. Danielle Beauchene
2. Sarah Piluri
I. Standard Benchmark(s) and Learning Objective:
The standards that drive the inferring meanings to deepen text experiences lesson is having children use their own knowledge and inferences to help them understand the plot or what is happening in the story. The two main ingredients in inferring are using background information and using the words and pictures in the story to help understand the novel. This helps the child become aware of what is happening in the novel and it makes them really think for themselves.
The main objective of this lesson is to have children use their own background knowledge to figure out what is going on in the novel and have them use the words and pictures in the novel as hints and clues to what the story is about or what may be happening in the story.
II. The Learning Environment
The learning environment is very organized and clean so that children do not get distracted from the task at hand. The children are all sitting together on a carpeted rug facing the teacher who is sitting in a chair reading a book to them. The way the room was set up it allowed for all students to get involved. The room is full of brightly colored posters and examples of student's work. By having all the children sit together on the floor it made the environment feel friendly and calm. This lesson required participation from everyone because during the story, the teacher would stop and ask questions and the children would have to raise their hands if they knew the answers. In this lesson there was student to student interaction and student to teacher interaction. Students were able to see and hear the teacher clearly because she sat at the front of the classroom. By sitting in the front it allowed the students to know who is in charge and who they should be focused on.
III. The Learning Activities
The first learning activity begins by the teacher reviewing and asking the students what they think are the two main ingredients for inferring a story. The students then had to answer by raising their hands. After that, the teacher read a story to the class and stopped in between to ask them their opinions of what they thought was going on by inferring. She would also stop to show them pictures in the novel to better help the students figure out what was going on in the novel. The students as a whole would decide on what they thought was happening at that point in time. For example the students all decided that in the story the father must have been fired because when the son asked his dad if he could help him look for what he lost the father responded with it can't be found. After that the teacher would uncover the board she made with different inferences on it and they would choose the correct one as a group.
The next activity that the students did was listen to the teacher describe a certain object and then the students by using their background information would infer what they thought the object must be. For example, the teacher said, "I like to take walks, I like to play fetch and people like to pet me". After giving these clues the children guessed that the object must be a dog by using their background knowledge and inferences and they were right.
IV. Personal Reflections (Yours)
Danielle Beauchene:
The teacher did a great job in this lesson getting the students involved and thinking. She picked a great way to get the students involved with each other and with her. This lesson called for group participation so no one would be sitting doing nothing but book work. By doing this lesson it shows the teacher what students can infer stories better than others. Through this activity children have to respect each others opinions and think for themselves. They are also able to work together on deciding what they think is the best inference. When students get involved it is easier for them to remember the material and more fun than just sitting at a desk all day.
Sarah Piluri:
I thought that the teacher did a very well job with this lesson because she had the children do hands-on activities. Allowing the children to work together and think as a whole teaches the children about team work and making inferences with their fellow classmates. Also, when the teacher read the story, then showed the class the picture, the children was able to get a better understanding of what was going on in the story. In addition, the children had their input on what was going on in the story. Having the children share their thoughts on things together is a good way for the students to interact with one another and share ideas.
Title: Inferring Meanings to Deepen Text Experiences
Authors:
1. Danielle Beauchene2. Sarah Piluri
I. Standard Benchmark(s) and Learning Objective:
The standards that drive the inferring meanings to deepen text experiences lesson is having children use their own knowledge and inferences to help them understand the plot or what is happening in the story. The two main ingredients in inferring are using background information and using the words and pictures in the story to help understand the novel. This helps the child become aware of what is happening in the novel and it makes them really think for themselves.The main objective of this lesson is to have children use their own background knowledge to figure out what is going on in the novel and have them use the words and pictures in the novel as hints and clues to what the story is about or what may be happening in the story.
II. The Learning Environment
The learning environment is very organized and clean so that children do not get distracted from the task at hand. The children are all sitting together on a carpeted rug facing the teacher who is sitting in a chair reading a book to them. The way the room was set up it allowed for all students to get involved. The room is full of brightly colored posters and examples of student's work. By having all the children sit together on the floor it made the environment feel friendly and calm. This lesson required participation from everyone because during the story, the teacher would stop and ask questions and the children would have to raise their hands if they knew the answers. In this lesson there was student to student interaction and student to teacher interaction. Students were able to see and hear the teacher clearly because she sat at the front of the classroom. By sitting in the front it allowed the students to know who is in charge and who they should be focused on.III. The Learning Activities
The first learning activity begins by the teacher reviewing and asking the students what they think are the two main ingredients for inferring a story. The students then had to answer by raising their hands. After that, the teacher read a story to the class and stopped in between to ask them their opinions of what they thought was going on by inferring. She would also stop to show them pictures in the novel to better help the students figure out what was going on in the novel. The students as a whole would decide on what they thought was happening at that point in time. For example the students all decided that in the story the father must have been fired because when the son asked his dad if he could help him look for what he lost the father responded with it can't be found. After that the teacher would uncover the board she made with different inferences on it and they would choose the correct one as a group.The next activity that the students did was listen to the teacher describe a certain object and then the students by using their background information would infer what they thought the object must be. For example, the teacher said, "I like to take walks, I like to play fetch and people like to pet me". After giving these clues the children guessed that the object must be a dog by using their background knowledge and inferences and they were right.
IV. Personal Reflections (Yours)
Danielle Beauchene:The teacher did a great job in this lesson getting the students involved and thinking. She picked a great way to get the students involved with each other and with her. This lesson called for group participation so no one would be sitting doing nothing but book work. By doing this lesson it shows the teacher what students can infer stories better than others. Through this activity children have to respect each others opinions and think for themselves. They are also able to work together on deciding what they think is the best inference. When students get involved it is easier for them to remember the material and more fun than just sitting at a desk all day.
Sarah Piluri:
I thought that the teacher did a very well job with this lesson because she had the children do hands-on activities. Allowing the children to work together and think as a whole teaches the children about team work and making inferences with their fellow classmates. Also, when the teacher read the story, then showed the class the picture, the children was able to get a better understanding of what was going on in the story. In addition, the children had their input on what was going on in the story. Having the children share their thoughts on things together is a good way for the students to interact with one another and share ideas.
SBLD - Inferring Meanings F08